In my special education rotation, I was placed in a kindergarten and first grade mixed placement. The classroom only contained four students since there is no inclusion at Constable Elementary School. These students were in two different reading groups for guided reading and writing. Because Nicole and I shared the same classroom, we both took one of the groups to teach a guided reading and writing workshop lesson to. Nicole took the group with the lower reading levels and I took the group with the higher reading levels. On a side note, both of these groups were below average for reading development for their ages but data has shown their astounding progress since being in school and being involved in guided reading. I collaborated with the special education teacher and we chose an appropriate instructional book for the two students to read during this lesson. We had to make sure there were enough copies and I didn't realize how I needed to really understand the book beforehand as well. I studied the book as though it were a textbook and tried to figure out what their misconceptions or trouble areas may be. I feel as though if I were able to spend more time with these students I would have been able to tell where they would need additional help. I look forward to being able to have that bond with students so I can better plan instruction based on their needs.This book was on sequencing and increasing orders. I was surprised that the students were able to tell what the book was about while even doing the picture walk. Their predictions were imaginative and I was very appreciative they enjoyed the lesson. They were very receptive and their attention was on point. The only thing I know I need to consistently work on is classroom management. I needed to be aware of the other students during this lesson and of those doing this lesson as well. They were so eager to make connections and to talk about their relations with this book, and I did not want to deny them that chance. I think they were able to retain more information because I allowed them both to make these connections, but in a timely manner. After reading the story, they even wrote sentences about the story and drew a picture relating to the book. The one student really enjoys drawing, so I hope that helped him solidify his comprehension of the story.
In my special education rotation, I was placed in a kindergarten and first grade mixed placement. The classroom only contained four students since there is no inclusion at Constable Elementary School. These students were in two different reading groups for guided reading and writing. Because Nicole and I shared the same classroom, we both took one of the groups to teach a guided reading and writing workshop lesson to. Nicole took the group with the lower reading levels and I took the group with the higher reading levels. On a side note, both of these groups were below average for reading development for their ages but data has shown their astounding progress since being in school and being involved in guided reading. I collaborated with the special education teacher and we chose an appropriate instructional book for the two students to read during this lesson. We had to make sure there were enough copies and I didn't realize how I needed to really understand the book beforehand as well. I studied the book as though it were a textbook and tried to figure out what their misconceptions or trouble areas may be. I feel as though if I were able to spend more time with these students I would have been able to tell where they would need additional help. I look forward to being able to have that bond with students so I can better plan instruction based on their needs.This book was on sequencing and increasing orders. I was surprised that the students were able to tell what the book was about while even doing the picture walk. Their predictions were imaginative and I was very appreciative they enjoyed the lesson. They were very receptive and their attention was on point. The only thing I know I need to consistently work on is classroom management. I needed to be aware of the other students during this lesson and of those doing this lesson as well. They were so eager to make connections and to talk about their relations with this book, and I did not want to deny them that chance. I think they were able to retain more information because I allowed them both to make these connections, but in a timely manner. After reading the story, they even wrote sentences about the story and drew a picture relating to the book. The one student really enjoys drawing, so I hope that helped him solidify his comprehension of the story.